Toward an Intersectional Approach in Developmental Science

Ghavami, Negin; Katsiaficas, Dalal; Rogers, Leoandra Onnie

doi:10.1016/bs.acdb.2015.12.001

Cited by 94 publications

(51 citation statements)

References 90 publications

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“…Nonetheless, there were individual differences in the extent to which youth reported that race was central to their identities and, as we had hypothesized, the relation between gender typicality and self-esteem was weaker among youth who reported higher racial centrality than their peers. This result demonstrates the importance of considering multiple social identities in understanding well-being in African American youth (Ghavami et al, 2016).…”

Section: Racial Centrality As a Moderator Between Gender Typicality Amentioning

confidence: 76%

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Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Skinner

Kurtz‐Costes

Wood

et al. 2018

Journal of Black Psychology

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Using a sample of 203 African American late adolescents aged 16 to 19 years (M age = 17.77 years), we examined whether two aspects of gender identity-gender typicality and felt pressure for gender conformity-were related to self-esteem. Racial centrality (i.e., the importance of race to the individual's self-concept) and gender were tested as moderators of these relations. Compared to girls, boys reported that they were more typical of their gender group (i.e., gender typicality) and that they experienced greater pressure to conform to traditional gender norms (i.e., felt pressure). Multiple linear regression analyses showed that gender typicality was positively related to self-esteem among girls and boys and that the relation was stronger for girls. Racial centrality moderated the relation between gender typicality and self-esteem, such that the relation was weaker for youth who reported higher levels of racial centrality. Felt pressure was negatively

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Section: Racial Centrality As a Moderator Between Gender Typicality Amentioning

confidence: 76%

“…However, evidence regarding these processes is sparse. The present research sheds light on these processes and responds to recent calls for studies that move beyond examining social identity categories, such as race and gender, in isolation (Ghavami, Katsiaficas, & Rogers, 2016;Skinner et al, 2016).…”

mentioning

confidence: 76%

Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Skinner

Kurtz‐Costes

Wood

et al. 2018

Journal of Black Psychology

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“…It addresses key questions about the moderating influence of practices and/or interventions -including the character of a specific effect, on a specific child, at a specific time, under a specific set of contextual conditions-to produce a specific set of competencies, behaviors, performance activities, or growth (Fischer & Rose, 2001;Rose et al, 2013). In a complementary manner, structural analyses and dynamic growth modeling enable the precise examination of source(s) of variation within nonlinear systems of hierarchical complexity, particularly when such methods address intersectionality (Fischer & Kennedy, 1997;Hartelman, van der Maas, & Molenaar, 1998;Singer & Willett, 2003;van Geert, 1991van Geert, , 2003 and do not generalize findings to all human beings or all members of a group (M. Cole, 1996, Fischer & Bidell, 2006Ghavami, Katsiaficas, & Rogers, 2016;Spencer, 2017;Wachs, 2015).…”

Section: Science Of Individualitymentioning

confidence: 99%

Malleability, plasticity, and individuality: How children learn and develop in context¹

Cantor

Osher

Berg

et al. 2018

Applied Developmental Science

204

137

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This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes-epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress, adversity and resilience. Specific attention is given to relational patterns, attunement, cognitive flexibility, executive function, working memory, sociocultural context, constructive development, self-organization, dynamic skill development, neural integration, relational pattern making, and adverse childhood experiences. A companion article focuses on individual-context relations, including the role of human relationships as key drivers of development, how social and cultural contexts support and/or undermine individual development, and the dynamic, idiographic developmental pathways that result from mutually influential individual-context relations across the life span. An understanding of the holistic, self-constructive character of development and interconnectedness between individuals and their physical, social, and cultural contexts offers a transformational opportunity to study and influence the children's trajectories. Woven throughout is the convergence of the science of learning-constructive developmental web, foundational skills, mindsets (sense of belonging, self-efficacy, and growth mindset), prior knowledge and experience, motivational systems (intrinsic motivation, achievement motivation, and the Belief-Control-Expectancy Framework), metacognition, conditions for learning , cultural responsiveness and competence, and instructional and curricular design-and its importance in supporting in integrative framework for children's development. This scientific understanding of development opens pathways for new, creative approaches that have the potential to solve seemingly intractable learning and social problems. Recent decades have witnessed an explosion of knowledge about how children develop into whole individuals, how they become learners, and how contextual factors nourish or hinder their development. This knowledge comes from diverse fields, including neuroscience, developmental science, epigenetics, early childhood, psychology, adversity science, resilience science, the learning sciences, and the social sciences. To date, such knowledge has existed largely in separate fields of research, and has not been integrated such that its profound relevance to developmental processes becomes both visible and directly applicable to the settings in which children grow and learn. As a result, important knowledge remains underutilized, contributing to persistent disparities, challenges, and inadequacies in our education systems, other childserving systems, and the supports that we provide to families, practitioners, and communities. The ability to realize the fulles...

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“…Factors driving non-retention and non-viral suppression are intersectional and complex for persons living with HIV who are also immigrants [37]. Primary data collection and qualitative methods on additional demographic factors and social determinants are needed to examine additional reasons for less retention and viral suppression in non-Hispanic Black Caribbean immigrants.…”

Section: Discussionmentioning

confidence: 99%

Disparity in Retention in Care and Viral Suppression for Black Caribbean-Born Immigrants Living with HIV in Florida

Cyrus

Dawson

Fennie

et al. 2017

IJERPH

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(1) The study aim was to assess disparities in non-retention in HIV care and non-viral suppression among non-Hispanic Black Caribbean immigrants living with HIV in Florida. (2) We analyzed cases involving individuals, aged ≥13, who met CDC HIV case definition during 2000–2014. Chi square test was used to evaluate differences in non-retention and non-viral suppression by country of origin/race/ethnicity. Multilevel logistic regressions with three referent groups [US-born Blacks, Hispanics, and non-Hispanic Whites (NHWs)] were used to estimate adjusted odds ratios (aOR). (3) Caribbean-born Blacks were less likely to be retained in care or be virally suppressed than US-born Blacks, Hispanics, and NHWs. Bahamians, Haitians, and Trinidadians and Tobagonians had increased odds of non-retention (aOR 3.13, 95% confidence interval [CI] 2.40 –4.10; aOR 1.52, 95% CI 1.40–1.66; aOR 2.30, 95% CI 1.38–3.83), and non-viral suppression (aOR 3.23, 95% CI 2.48–4.21; aOR 1.82, 95% CI 1.68–1.98; aOR 1.76, 95% CI 1.06–2.90) compared with NHWs. (4) Caribbean-born Blacks living with HIV infection are less likely than other racial/ethnic groups to be retained in care and/or achieve viral suppression. Further research is urgently needed to determine social, cultural, and biological factors that contribute to this disparity.

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Toward an Intersectional Approach in Developmental Science

Cited by 94 publications

References 90 publications

Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Malleability, plasticity, and individuality: How children learn and develop in context¹

Disparity in Retention in Care and Viral Suppression for Black Caribbean-Born Immigrants Living with HIV in Florida

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Toward an Intersectional Approach in Developmental Science

Cited by 94 publications

References 90 publications

Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Gender Typicality, Felt Pressure for Gender Conformity, Racial Centrality, and Self-Esteem in African American Adolescents

Malleability, plasticity, and individuality: How children learn and develop in context1

Disparity in Retention in Care and Viral Suppression for Black Caribbean-Born Immigrants Living with HIV in Florida

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Resources

About

Malleability, plasticity, and individuality: How children learn and develop in context¹